60 questions about the Teaching of the United Temple

1. Is the Teaching of the United Temple a religion?

It is not a religion. Religious teaching implies worship of some supernatural powers. There is a cult; (most commonly) priests, who are acting as mediators between believers and the mentioned powers and are running a cult; believers who worship supernatural powers in one form or another; there are various objects of worship, sacred places and sacred objects. There is nothing like this is in the Teaching. It fundamentally rejects belief in supernatural and miracles, in other words, in interference of supernatural forces, in everything that happens against the laws of Nature. The Teaching shares materialistic views, while expanding the meaning of the concept of “materialism”. The Teaching recognizes the existence of two other worlds (levels or plans of the Universe) in addition to the material world: the world of energy and the world of Spirit. However, these worlds have nothing supernatural within. They are closely connected to the material world and are subject to the laws of Nature - laws of cause to effect, evolution, etc. These two worlds are more difficult for scientists to research than the physical world - but it is possible. The time will come when science will prove their existence, develop methods for research and create necessary tools for this. Having a source of information in the world of energy, the Teaching has information that modern science is not yet able to verify. Therefore, after casual reading (and largely due to terminological difficulties), it may seem that it is religious or occult. In reality, this is not true. According to the Teaching, everything in the Universe obeys natural laws and is available for scientific research. The presence of elements found in various religions (reincarnation, etc.) in the Teaching is explained by the fact that a religious worldview often gives mystical features to real facts and explains them with supernatural causes. In other words, these are real elements of the world, which were included in various religious teachings one way or another, were rethought and interpreted accordingly. They have a different explanation in the Teaching - as natural phenomena and patterns that obey the laws of Nature and have nothing to do with mysticism.

2. What is the source of information that makes up the Teaching?

The Teaching was given to people by the God of Wisdom through his prophet.  I the Teaching the God of Wisdom is called Emere, but he is also known in world spiritual traditions under many other names - Thoth, Odin, Hermes, Quetzalcoatl, etc.

In the Teaching the gods are not supernatural beings. The God of Wisdom is an energetic being who has information about everything that was, is and will possibly be in the Universe. When an urgent need arises he helps sentient races who have difficulty in learning the Truth and transfers a sufficient amount of knowledge enough to overcome the crisis to them. Mankind has also received his revelations, and more than once. However, this fact does not mean that other prophets of various religions and teachings also received revelations from him. All the prophets of Emere belonged to one spiritual tradition, one teaching; presently it is called the Teaching of the United Temple.

3. How is the Teaching of the United Temple related to traditional hermetism?

What is called "traditional Hermetism", in fact, is an echo of the Teaching itself, which appeared from the depths of centuries from the previous revelation of Emere (Hermes). The prophet who accepted that revelation eventually turned into a mythical figure, was identified with the source of the revelation, and called Hermes Trismegistus. His teachings themselves have undergone such significant distortions over time that they have changed almost beyond recognition. The present revelation not only restores the teaching of Hermes in its true form, but also significantly expands it - that is, it contains much more information than any of the previous revelations.

The Teaching does not use the hermetic texts included in the Hermetic collection of writings as its sources. It does not recognize them as authoritative, since their content is a mixture of more or less distorted fragments of the Teaching and completely extraneous elements, combined with speculation and incorrect interpretations. They have little to do with the real Teachings of Hermes. Instead, the Teaching is based on its own collection of texts - the Pandect “Erma”.

4. Is it true that the appearance of the Teaching was predicted?

If there is a desire, then in the numerous predictions of soothsayers and clairvoyants of all kinds, you can see some kinds of signs. Usually this is based on various speculations. As for the Teaching, no purposeful search has ever been conducted. There is only one that is well-known:

“Long awaited he will never return
In Europe, he will appear in Asia:
One of the league issued from the great Hermes,
And he will grow over all the Kings of the East”.
                              Michelle Nostradamus. Centuries, X, LXXV

5. Why is it called the “Teaching of the United Temple”?

This name was given to it by Emere. The concept of “temple” in this case does not have any religious content. It means the entire Universe, the whole world, in which all particles are united, like organs and cells of one organism. This word emphasizes a special relationship to this great unity, the living organism of our Creator. The Temple of the Teaching is Nature, and it does not require any worshiping. Understanding, love and work are required instead for the benefit of the world and people.

6. What is the history of the Teaching?

Throughout the existence of mankind, the Teaching has been given to people 27 times (counting the last modern revelation to us). Each time, its task was to help mankind overcome a deep spiritual crisis. It always remained the property of a limited circle of initiates, but at the same time it had a significant impact on society in indirect ways - through philosophical, ethical, scientific concepts, art, etc. Over time knowledge was distorted, lost, or the circle of initiates was destroyed, or continuity was interrupted for some other reason, and the Teaching disappeared in order to be reborn again when required.

The first revelation took place more than 250,000 years ago, the next-to-last revelation took place several thousand years ago. Due to such a long time, the history of the Teaching can hardly be restored and studied according to archaeological data or other methods available to modern science.

However, the Teaching has its own sources of information and individual fragments of its history are described in the texts of the pandect.

The history of the last revelation of Teaching began in 1994. It differs from the previous ones as it contains a larger amount of information, is not addressed to a narrow circle of initiates, but to all humanity, and is the final in a series of revelations. There will be no more revelations.

7. When and by whom was it founded?

It was founded by the prophet Atarchat, on the 1st of March, 1996, - almost two years after the beginning of the revelation.

The Prophet was familiar with the Teaching in his past life. Between the past and present physical lives, during his life in the world of energy, he was offered to transfer the last revelation to people in the upcoming life. It was about time and it was inevitable. He agreed and for many hundreds of years he was preparing for this and waiting for the time of revelation to come and, thus, for his birth. He was born in 1972, and began to receive the revelation shortly after he turned 21.

8. What is the role of the prophet in the Teaching?

First of all, it should be noted that the term “prophet” in the sense of “the one who receives revelation from higher powers” and “prophet” in the sense of “soothsayer, foreteller of the future” should not be confused. According to religious and mythological views, both of these terms often coincide; but in this case the first of them is meant. The founder of the teaching is a prophet, as he receives the revelation from the God of Wisdom. The role of the prophet is fundamental. He receives and transmits revelation to people, that is, information of the Teaching, knowledge about people, the world and the Universe. He is the highest authority in all matters related to the Teaching; in these matters his opinion cannot be challenged. He manages the affairs of the Teaching, establishes the rules for the followers, he personally teaches, and also writes the pandekt. The Prophet is a key figure for the present and future Teachings, his support and the highest authority is above the authority of other Teachers.

9. What is the pandect and what is its significance?

The pandect “Erma” (which means “foundation”, “foundation”, “source”) is a collection of texts telling about the doctrine of the Teaching, its philosophical, moral, ethical and practical aspects, containing stories about its history, biography of some of his followers who lived in past times, as well as the speeches of the gods, the instructions of the prophet and other materials. It only includes what is written by the prophet. The Pandect, along with the living word of the prophet, is the information base of the Teaching. After the death of the prophet, he will remain the most authoritative source, the highest authority, a model according to which certain concepts of the Teaching, establishments, statements and actions will be verified.

Reading the pandect is highly recommended for each follower. The pandect is the most valuable source of knowledge about the Teaching; therefore, regular reading and study of these texts is recommended to all followers. The pandect is still being written. At present there are three books, one of them, Epistole, is being expanded with new messages. Over time, the pandect will include several more books.

10. Why are the names of the books included in the pandect, terminology associated with the pandect, its name and names of the mitevmas taken from the Greek language?

The Mitevmas dictated by people bear the names given to them by those people. The Mithevmas, dictated by the gods, initially had no names, except one: Emere himself gave a name to the Mithevma "Eosfor." This is an ancient Greek word; therefore, it was decided to give the rest of the Mithevmas of the Gods and the Mithevmas of Atarchat names taken from the same language. And the terminology for the pandect in general was developed on the same basis to make it unified.

11. What does the emblem of the Teaching symbolize?

It consists of two elements. In the center of it is a symbol called the “sign of the white fire”. The White Fire is a good power emanating from the world of Spirit; light that illuminates the path and helps him to overcome difficulties and struggle. The sign of the white fire is surrounded by a chain of twenty-seven links, according to the number of revelations given by the God of Wisdom to humanity. Each link in the chain is connected to the previous and next, which means continuity in the Truth.

The first and last links are also connected; this symbolizes the fact that the last revelation was given in the same place where the first was (at the same geographical point). Thus the past came into contact with the future, as a closing of the circle - there will be no new revelations.

The color of the logo itself and its background is of no fundamental importance.

In addition to the one described above, there is another emblem - less official, so to speak. It is an image of a fiery flower breaking through a stone cracked under its pressure. This emblem is based on the words from the Mitevma “The Way”, where the Teaching is described as the flower of Amra, an ocean of white fire that unfolds when it is extracted from the depths of oblivion.

12. How is the Teaching passed to people?

In a usual way. Through media (in particular, the Internet), through literature, communication etc.
According to the teaching, you cannot impose your views on anyone, even if you consider them to be true. Therefore, an aggressive or intrusive form of propaganda is unacceptable. Anyone can freely read published materials; as for personal communication, the followers of the Teaching speak about it only with those who want it themselves.

13. What are the aims of the Teaching?

Its natural and fundamental aim is to give people the Truth. However, of course, this is a general answer. To specify, then we can the following

The Teaching is not just a set of postulates, not just information. It is also a morality based on its philosophy. Teaching condemns violence, lies, immorality. It says that man is good by nature, that he is an important part of the Universe, and is born in order to learn, improve, create and love.

Therefore, the purpose of the Teaching is not only the enlightenment of people, but also a practical change of the world for the better. It is necessary to fight evil, to overcome hostility, racial, national, political and spiritual discord, immorality, crime and other negative phenomena that are destructive to society. We need to protect our planet, its nature, its wealth, life itself. One must be prepared that humanity, having gone beyond its planet, will once meet other intelligent races in the Universe; and it should be clear that relations between them, as well as relations between the peoples of the Earth, should not be based on xenophobia and hostility, but on mutual understanding, respect and cooperation. All of the above are the practical aims of the Teaching.

What is more, the purpose of the Teaching is to facilitate the evolution of the Creator, that is, our Universe. Through intelligent races as particles of the Creator, through their knowledge of reality and their moral choice, the Creator is perfected. This is precisely the meaning of humanity's search for the Truth; the Teaching exists for this reason, and it is known not only by humanity, but also many other rational races. The main and final aim of the Teaching - to promote the evolution of the Creator. It is normal for all intelligent races to follow it, no matter who and where in the Universe they are.

14. Does the Teaching have an esoteric level of initiation?

No. At the time of previous revelations, the Teaching was almost completely esoteric; only a limited circle of initiates had this knowledge, from a few people to several thousand people. Now the situation has changed exactly in the opposite direction: the Teaching is intended for all people, it spreads completely openly, and there is no esoteric level in it.

15. Why do the followers of the Teaching call themselves the “Eternal Nation”?

The reason is that the Teaching is not limited in time and space. That is, it exists not only now, and not only for humanity . The truth is known to all the intelligent races of the Universe; they have known it and will know it in future. And since there is only one Truth, the knowledge of it leads all intelligent races to a single worldview. Some races come to it exclusively by their own efforts, while others - as, for example, humanity - receives revelation from the God of Wisdom. But in any case, it is always the same philosophy-teaching. Its followers have existed since the first intelligent races arose and began their path of knowledge in the Universe, and will exist until the time for transformation of the Creator comes.

Thus, not only people who have accepted the Teaching, but also representatives of other intelligent races throughout the Universe, in the past, present and future belong to the Eternal Nation. And not only those of them who live in physical bodies, but also those who are in the world of energy between incarnations or have already completely left the physical body also belong to the Eternal Nation. All of them are one nation, the people of Truth. The Eternal Nation is a community not only supranational, but also supraspecific, united in spaces, times and worlds.

16. Can any person become a member of the Teaching? Are there any restrictions?

Any sane person who has chosen this path can join the Teaching, regardless of skin color, nation, or gender. There is only one restriction - age: a person can join when he is 21 years old. This age is considered the age of majority in the Teaching, when a person is already fully responsible for his decisions and actions.

17. What is necessary in order to join the Teaching?

First of all, you need to familiarize yourself with it to understand what it is about and what it teaches. If, having understood this, a person recognizes that the Teaching is true and accepts it as his path, then we can talk about joining it. Such a decision should be free, deliberate and conscious, made on the basis of knowledge about the Teaching. Joining the Teaching blindly or by force without a clear idea of what you accept, is unacceptable.

Then, a firm intention is necessary to follow the Teaching, to realize its principles in life. Otherwise, accepting it does not make sense. No one requires to become an ideal follower immediately upon joining it in every single detail. It always takes time to change yourself and your life. However, you need to desire it, you need to try, make efforts in this direction.

In the Teaching, theory is inextricably linked with practice, that is, you cannot accept it as a system of views, but refuse to put it into practice. You need to be aware of this in your decision when deciding to join the Teaching.

And, of course, full trust in the Teacher who teaches you and full trust in the prophet and pandect is necessary. This is the basis of following the Teaching: you cannot learn from someone you do not trust, and you cannot confidently follow the path if you doubt that this is the right path.

18. How does the process of joining the Teaching look like? How does a person quit it?

A person joins the Teaching through a very simple procedure: the acceptor (Teacher) asks the applicant a series of questions, and he gives answers to them, thereby confirming that he is aware of his actions and that his decision is firm. Leaving the Teaching is even simpler: it is enough to simply declare your departure. No obstacles are created.

19. Is it possible to be excluded from the Teaching and why?

You can be excluded for not following it. If a person joins the Teaching, but does not try to change, does not intend to deepen his understanding of the Teaching, does not want to follow its rules and does not strive for his goals, this means that he does not really need the Teaching, and then he can be excluded.

The Teaching is not only a worldview, but also practical action in life; it cannot be followed purely nominally. He who does not seek to follow the Teaching has nothing to do in the Teaching. In addition, you can be excluded for the deliberate and demonstrative commission of acts condemned by the Teaching, the deliberate and demonstrative manifestation of disrespect for the Teacher, and so on.

20. What signs of membership in the Teaching should its followers have?

There are currently no such signs. In the future they will appear, but wearing them will not be mandatory.

21. Why do people accept new names when joining the Teaching? Is it obligatory?

Not necessary; and not everyone accepts a new name. Those who accept them do this if they want to emphasize that a new important stage of life begins when they join the Teaching, like new birth.

22. What is asked from a person who has joined the Teaching?

It is required to implicitly follow the Teaching. You need to trust the Teacher, learn the Teaching, learn to live by its principles, try to benefit people and the world. It sounds concise and simple; however, these brief formulations mean affords of a whole human life, because it is far from simple to put them into practice.

23. Should the followers believe blindly in the Teaching?

They should trust their Teacher. An apprentice comes to a Master for knowledge, thereby recognizing that the Master is more knowledgeable in the Truth than he is. Learning requires trust - otherwise it becomes impossible; so in an ordinary school a student trusts a teacher. However - again, like an ordinary school - the Teaching does not prohibit thinking. An apprentice should think the materials over, reflect on them, try to understand them better. The most important element of learning are the questions that an apprentice asks the Teacher. It is necessary to ask, to clarify, to seek clarification of incomprehensible moments. In addition, an apprentice should not consider himself satisfied only with what he learns from the Teacher. He should also study himself the world and people, observe, compare the results of his observations with what the Teaching says, comprehend, draw conclusions. Cognition is also one's own work and not just an acquisition of ready-made knowledge. The Teaching provides the basis and indicates the most important landmarks; this knowledge must be combined with personal active learning which is the main part - a person learns and deepens his understanding all his life. The teacher, when necessary, helps in personal development. From the point of view of the Teaching, he can explain what needs to be clarified, suggest, point out mistakes and help to avoid misconceptions. Cognition is a collaborative work of an apprentice and the Teacher, an active work of thought, the assimilation of knowledge received from the Teaching and constant learning due to personal observations and personal experience.

24. Does the Teaching require regular donations from its followers?

It does not require. Voluntary contributions to the Teaching are allowed, but they may not be accepted from everyone, and not always. Here a number of factors are important: the degree of commitment to the Teaching, the sincere desire to help, the financial situation of the follower, the likelihood that due to the contribution he will have friction with his family, and other possible problems. The purpose of the Teaching, is not an enrichment at the expense of the followers. From the moment of the beginning of the revelation to the present moment (i.e. for 20 years) not a single contribution or donation has been accepted.

25. How are the most faithful and active followers of the Teaching rewarded?

There are no rewards. Loyalty to the Teaching and the desire to be useful to it do not need to be encouraged, because this is the norm. Followers should be what they are because they understand how necessary and important it is and not because they expect rewards. The reward for loyalty to the chosen path, for work for the good of the world and people and for the struggle against the negative phenomena of life -is own spiritual improvement and good future of the world. Anyone who does not understand this and is waiting for some special reward is self-serving and his following the Teaching is not sincere. It should be noted that the Teaching does not seek to exploit its followers at all. Help in any of the Teachings' affairs, like a cash contribution, may not be accepted from every follower, and not always.

26. Are there any regular ritual actions performed by the followers of the Teaching?

There are no such actions. Religious rituals are absent in the Teaching as a concept, since it is not a religion.

27. What practices does the Teaching use?

Practices in the usual sense of the word - prayer, meditation, energy, etc. - are not used in the Teaching. According to the Teaching, the best and, at the same time, the most difficult practice is the right life. This means - life according to the principles of the Teaching, life in accordance with its ideas about the morality and purpose of man. You need to try to live like this, you need to learn this. A simple example. Teaching rejects lies. So, you need to try to live so that every word you say is true. However, this is not easy. Refusal of lies creates a lot of problems in life - and to overcome them you need to develop yourself and show patience, perseverance, willpower and other positive qualities. The same is true of other moral principles. This is precisely what the Teaching calls practice. Cognition, rejection of the wrong and following the right, developing the necessary qualities in oneself, the fulfillment of what is good for the world and people. This changes a person for the better and gives him opportunities and strength to change for the better of the world. More effective practices aimed at self-improvement do not exist.

28. What is the "purity of the path"?

To keep the path clean is to strictly follow that religion or teaching that you have accepted without introducing any elements from other worldviews into it.

Nowadays, many do not want to choose a specific path for themselves, preferring to borrow and mix elements of different religions and teachings, often incompatible. And even to those who choose one specific path, i.e. a particular religion or teaching, it can be difficult to part with some elements of one’s previous views or resist the temptation to borrow a favorite or convenient moment from another worldview. But introducing elements from other teachings into any doctrine introduces chaos into the interdependence of its own elements and violates its internal logic, thereby reducing its value as a spiritual path to zero. Therefore, in the Teaching this is not allowed. Anyone who has chosen the Teaching as its path should follow only it, without mixing in anything borrowed from other teachings. Keeping the path pure is very important. Only in this way can one be firm in following it and achieve success in one's spiritual fulfillment.

29. What seems to be the most difficult in following the Teaching?

Actually, it is the same as in following other serious teachings and religions. There are several key points that are difficult for followers.

Firstly, trust in authorities - the prophet, the Teacher. In the modern world, independence and independence in judgments is highly valued. Once this was an undeniably beneficial phenomenon that contributed to the liberation of thinking and the way out of the influence of religious prejudice.

However, if it exceeds all limits it eventually turns into something harmful. This happened in this case. The freedom of thinking grew into pride and self-centeredness; a person wants to acknowledge only his personal opinion- including spiritual matters - and considers it humiliating to recognize anyone’s authority. This negative trend is expanding and intensifying. Therefore, for many people it turns out psychologically very difficult to trust their Teacher. Meanwhile, such trust is an essential element of following the Teaching.

Secondly, the purity of the path, that is, non-mixing of extraneous elements borrowed from other teachings into the Teaching is hard for many people.

This problem is similar to the previous one. Used to rely only on his own judgment, modern man seeks to form the Truth that suits him. Therefore, for this purpose many people mix elements taken out of the context of various teachings. For them it is very difficult to accept the whole doctrine set forth by someone else and to follow it strictly without introducing anything of their own.

Thirdly, following moral standards is complicated. It is not easy to change oneself for the better, to struggle with one’s own shortcomings, to abandon selfishness, lies, theft, debauchery etc. The Teaching does not require instant change from its followers. It takes time. You cannot fundamentally change overnight; and becoming a saint is completely impossible. But you need to try to overcome evil in yourself, you need to strive to change for the better. This is difficult in itself and, moreover, can greatly complicate life; however, the basic meaning of following the Teaching lies in moral perfection. Everything else can be considered as derivatives of this framework.

Fourth, overcoming what can be called the dominance of everyday life. In an endless series of daily routines, worries about home, family, work, health, etc., it’s easy to get bogged down. It takes all the attention, time, strength, deprives a person of the opportunity to devote himself to other aspects of his life, in particular, the spiritual side.

Anyone who is mired in everyday problems and chokes in them finds it hard to gain knowledge of the Truth and promote self-improvement. Life is a very serious obstacle on a spiritual path. It can be extremely difficult to find an opportunity to pay attention to both everyday life and spirituality, avoiding bias in one direction or another.

After all, if it is not good to give up spiritual life, completely replacing it with everyday life, then the reverse option is not the best. It is necessary to be able to combine them, while being guided in everyday life by spiritual principles, on which not only morality is based, and therefore practical actions, but also t understanding of one’s place in the world and the meaning of one’s existence.

These, in general terms, are the main difficult points in following the Teaching. Although these problems are actually universal in nature, and therefore, as mentioned above, they are relevant not only for the followers of the Teaching.

30. According to the Teaching, what is man's place in the world? What is his purpose?

Evolution is aimed at creating new races of intelligent beings in the Universe. The mind of the Creator is awakened in them, which through itself cognizes itself and is perfected in order to experience the further transformation and ascend to a new stage of development. The intelligent races of the Universe play a key role in the internal evolution of the Creator; without them, it would have been simply impossible. Each intelligent race is precious to the Creator, for it is its flesh, mind and soul, and it is the guarantee of its further life and development.
Humanity is one of these races. Its purpose is to learn, and on the basis of acquired knowledge to improve intellectually and morally. This is exactly what the Creator needs, and we are his particles. Thus, this is precisely the purpose of both humanity as a whole and each individual person. We live and improve so that the Creator can live and improve.

31. According to the Teaching, what is the purpose of man?

In a fundamental and final meaning, his purpose is to contribute to the perfection of the Creator. You must always remember this. This mission is a connecting thread through all human lives, no matter how many there are. If we talk about a separate earthly life, then it is perceiving the world around us, people, ourselves, and the desire to become better, overcome our vices and develop good qualities in ourselves. To do so, you do not need to move away from the world and completely immerse yourself in thoughts and spiritual exercises. While living in the world you can have more opportunities to know it and do better. You can always perceive, at any time, under any circumstances. Improving oneself morally means learning and understanding the principles of a moral life and learning to follow them, overcoming one’s shortcomings and vices. And when you perceive the world and make moral choices you benefit the world and people. In other words, you need to live so that your aspirations and actions make the world and people better not worse. In a broad sense, this is the aim of a separate earthly life. If we talk about the purpose of life in a narrower sense, then it will concern specific methods of achieving what was mentioned above. You can make a better world and people in different ways. At a minimum - to live a decent life, without lies, meanness and crime, work honestly, raise children as good people, and if possible protect the world around you. There are more targeted options, for example, devoting oneself to a particular important and necessary profession, creativity, science, environmental protection, charity, spiritual activity, even business and politics, abandoning them from dirty methods. That is, you need to find your place in life, trying to do your chosen favorite job and benefit the world and people.

In such an aspect, even a goal such as a career or making a fortune can be worthy, provided that they do not mean satisfaction of ambitions, lust for power or craving for luxury, but gaining the opportunity to bring more benefits to the world and people. That is, the main thing is good intentions, a worthy occupation and pure methods. This is what makes aims that people set for themselves in a separate life compatible with the fundamental aim of all lives - to help the Creator in its perfection.

32. According to the Teaching, each person is a warrior. What does it mean?

Life is always a struggle. According to the Teaching, it is necessary to fight with everything negative in oneself and in society, to fight for the better future for the world, people and the Creator. Therefore, each person is a warrior who goes out into the battle every day - to the battle not for his ambitions or success in some reprehensible business, but for the common good. But the good should not be accomplished through evil: this depreciates it and often turns it into the same evil. Therefore, in the Teaching, the concept of “warrior” does not mean enmity, hatred, unlawful violence, destruction, and bloodshed as a method. According to the Teaching, this means being persistent in difficulties, persistent in achieving good goals, defending justice and fighting evil (including, above all, in oneself). To be a warrior does not mean to be aggressive, cruel, does not mean to choose violence and murder as a kind of activity. A warrior is a state of mind; it is an internal force aimed at overcoming all that is evil and serving the good. For example, a doctor who saves people's lives in difficult conditions, a teacher who teaches children and overcomes the problems that arise during this, a lifeguard who helps people in distress, a law enforcement officer who fights crime, a public figure who tries to make society better, - they are all warriors. According to the Teaching, a warrior is any person who does a good deed and overcomes difficulties and obstacles. Being such a warrior is a natural condition for a person.

33. Who are the Teachers and what is their role?

These are people who know and deeply understand the Teaching, live by its principles and teach theoretical and practical aspects of the Teaching to others. Being a Teacher is a huge responsibility. He conveys the Truth to his apprentices, helps to understand the Teaching better, is a role model for them and a support in the spiritual path, helps with advice in difficult life situations, etc. The Teacher has no right to deceive the trust of apprentices, he should provide feasible moral or other possible support. Being a Teacher means devoting life to apprentices. Apprentices should trust their Teacher and deeply honor him. The relationship “Teacher- apprentice” is the basis of the inner life of the Teaching. Each follower must have a Teacher.

34. Can anyone become a Teacher?

Any follower of the Teaching who will develop necessary qualities and reach the necessary level in understanding and has a sense of responsibility can become a Teacher. To become a Teacher, you need to be a profound connoisseur of the Teaching (in fact, an expert), exemplary adhere to its principles and rules, be absolutely devoted to your work, have great strength of mind, willpower and a steady intention to devote yourself to your students.

You cannot become a teacher on your own. This status can only be obtained from another Teacher, more experienced, who knows this particular person well and sees that he is capable and ready to become a Teacher.

35. What are the foundations of the morality of the Teaching?

The morality of the Teaching is almost completely consistent with the moral standards worked out by mankind throughout its history. The texts “On Morality” says: “Murder and all violence, anger and cruelty, oppression and indifference, injustice and connivance to evil, lies and meanness, hypocrisy and vindictiveness, theft and fraud, treachery and slander, greed and extortion, cowardice and envy, laziness and parasite, rudeness and sloppiness, debauchery and unnatural fornication, pride and vanity, unbridledness and weak-heartedness, groveling and disrespect, intemperance and conceit have always been considered evil; Love and kindness, philanthropy and responsiveness, honesty and fidelity, courage and diligence, diligence and diligence, moderation and generosity, compassion and the ability to stand up for the offended one, justice and resistance to evil, the pursuit of knowledge and respect for the world, patience, attentiveness and accuracy, self-sacrifice and friendship, modesty and respectfulness, prudence and self-discipline, firmness in the face of difficulties and straightforwardness, responsibility and reliability have always considered to be good.

All these things are condemned and approved by the Teaching as well. This is its morality ”(On Morality, 5). This correspondence is explained by the fact that moral concepts flow from the Spirit, which is contained in every person and is the best part of it. No matter in what time a person lives, no matter what culture he belongs to, his Spirit is connected with the Spirit of all other people and carries moral principles common to all eras, peoples and cultures.

Together, these manifestations of the Spirit constitute the general morality of mankind. Of course, for different times and cultures there are variations and nuances that stand out from the general picture or directly contradict it; but on the whole, the moral principles by which humanity lives remain unchanged from ancient times. They flow from the Spirit, and therefore correspond to the natural norms inherent in human nature. They remain so, even if erroneous justifications arising from misconceptions about the world and man are brought under them. The Teaching gives them the right justification, based on the true picture of the world.

36. What are the prohibitions in the Teaching?

The Teaching does not prohibit anything and does not force anything, but explains what is right and what is not. It indicates what should not be done, and explains why. Whoever really wants to follow the Teaching, will create prohibitions on what the Teaching considers unacceptable or undesirable for himself. For example, it does not accept lies; and a sincere follower will forbid himself to lie. At the same time, no one demands an instant change from the followers. It takes time. If you can’t immediately change your attitude to something or your behavior, then you need to change it gradually, with due diligence and effort.

Although in some cases there are rules that every follower must follow, regardless of whether he is ready for this internally or not. For example, manifestations of disrespectful attitude towards the Teacher, manifestations of racism, hostility on national, cultural, religious, class grounds, and the like are unacceptable.

37. Does the Teaching allow the use of violence, and if so, in what cases?

The reality of life is that it is not always possible to avoid violence. It often happens that refusal to use violence against one person means to destroy another or to allow him to suffer undeservedly. Sometimes a situation arises when non-use of violence turns out to be more evil than using it. Therefore, the Teaching allows the use of violence in such cases as a defensive war, fight against crime and terrorism, self-defense, protection of a right and innocent person, etc. But even in these cases, violence cannot be fully considered good; in any case, it is evil — albeit the smallest of the two possible, but still evil — and the one who applies it assumes moral responsibility for it.

38. Are there such concepts as “sin” and “holiness” in the Teaching?

In principle, any immoral act harmful to a person or the world can be called a sin. Another thing is that, according to the Teaching, sin cannot be atoned for, i.e. it's impossible to annul it and remove the severity of its consequences. What is done is done; a perfect act cannot be erased from life, consequences cannot be undone and responsibility for it - in any case, moral - cannot be avoided. As for holiness, it is impossible to be holy - that is, perfect in your desires, thoughts and actions. All people, to one degree or another, are imperfect; everyone makes mistakes and evil deeds, intentionally or involuntarily. However, it is possible to achieve a state as close as possible to holiness, and this will mean the end of the path in the world of people and the cessation of rebirth, as it will become the limit of possible improvement in human form.

39. What is the attitude to death in the Teaching?

Man lives more than one life; therefore death is not the end of everything. It is a transition to a different level of existence, to the world of energy. Then, after some time, follows a return to the physical world and life in a new body. Therefore, death is not so terrible for the followers of the Teaching, as for those who do not believe in post-mortem or who are afraid of being doomed to eternal posthumous torment. However, this does not mean that life is of little value and that you should not value it. Life is a valuable tool for cognition and completion; it is given so that one can know and do which cannot be known and done in the world of energy. Therefore, you need to value life and, if possible, protect it. But it should be remembered that it is not a value in itself, but in the application to what it is intended for: to learn and fulfill the good. A tool is never more important than the work for which it is created. If you protect it to the detriment of work, then its existence does not make sense, and it is useless. Therefore, one should not neglect one’s life and risk it for nothing, but one should not turn its preservation into the main task. To sacrifice life for the sake of a big and good deed, for the sake of another person or people, is a worthy, morally justified act and a great merit. This moral principle applies not only to the Teaching; it is common (with possible differences in motivation) for almost all cultures throughout the history of mankind.

40. Does a person expect reward or punishment after death?

There are no higher powers that rule the afterlife and give everyone their due, just as the notorious law of karma does not exist. But there are certain laws of Nature, the action of which causes a phenomenon in the Teaching  called "personal hell."

Its essence is as follows. Being a particle of Nature, man exists according to its natural laws. However, he is endowed with free will, and therefore has the ability to act against them (within certain limits). However, his Spirit and natural energy remain focused on compliance with these laws. That is, committing an unnatural act (doing evil), a person comes into conflict with his own deep essence and his own natural energy.

This produces energy of negative quality, a kind of energy poison that accumulates over the years and poisons the energy of the body. The more evil a person does, the more he comes into conflict with the laws of Nature, the more he poisons himself. During life, the action of "energy poison" can be hidden and invisible.

After death, when the energy essence (what can be called the soul) is separated from the physical body, the negative energy accumulated over the whole life is released, and the person - that is, his energy body - begins to experience sensations that are perceived as excruciating pain (its analogue for energy body). In addition, at this time, a person is attacked by energy parasites (larvae), which during life he created around him. Using his helplessness, they begin to "tear out" the energy from his energy body, devouring it - and this adds to his torment.

This is a condition when a person suffers from the “energy poison” and the larvae devouring his energy body at the same time is called “personal hell”. This is not a punishment in the usual sense of the word, but the energy reaction of an organism to evil committed during life. We can say that a person punishes himself; so, putting our hand in the fire, we then suffer from the pain of a burn. The state of “personal hell” lasts until the “energy poison” has exhausted its negative charge and the larvae are exhausted and decay.

The time of "personal hell" depends on the amount of accumulated negative energy and the quantity and strength of the larvae; it can be hours, or it can be decades. Then the person leaves the described state and continues life in the world of energy until his next incarnation. It was “personal hell” that served as a prototype of the ideas about the afterlife and punishment that entered into various religions. As for the reward, its role is played by knowledge, positive qualities and abilities, accumulated and developed by man in life. They are not lost, but pass into the next lifes in the form of a hidden potential that can be realized and, thanks to them, a new even greater potential can be achieved. Thus, a person himself prepares what can be called an afterlife punishment or a reward throughout his life by accumulating negative and positive potential.

41. Who is the Creator?

The Creator is not a God in the religious sense of the word. This is a colossal living creature whose body is our Universe. The Creator turned himself into it in order to go through a special stage of development: he learns himself from the inside through the minds of people and other intelligent creatures that live in the Universe - after all, their minds are nothing more than particles of his mind, and he is perfected through their moral improvement. When this process is completed, the Creator will experience a transformation, leaving his current state as a more perfect being.

Our Universe is a single living organism, and everything that exists in it are living and interconnected particles of this organism. The principle of unity of all things, proclaimed by the Teaching of the United Temple, is based on this.

42. Why is “unity” one of the most important concepts for the Teaching?

Everything that exists in the Universe (and even wider - in the Universe as a system of three interconnected worlds: the world of matter, the world of energy and the world of Spirit) is a unity of particles. This unity is not just a speculative philosophical concept, but reality: it is a living organism, the Creator’s organism, its flesh, energy and Spirit. Everything that exists is nothing but particles of a living body, like molecules and cells. Everything has its place in this system and performs its function, everything is necessary for the Creator’s organism, and, therefore, for each other.

Everything is somehow interconnected, everything needs each other. Any particle of the Creator is the Creator; Thus, we can say that any particle of the Creator is another particle, and all of them together at the same time. They have common flesh, energy and Spirit.

Awareness of this great unity is very important for the followers of the Teaching. This is the basis for relationships with other people, with surrounding world, with the Universe and the Creator. The awareness that you are a particle of a single organism and that you are inextricably interconnected with its other particles radically changes the perception of yourself, the world and life in general.

43. What is the significance of love in the Teaching?

Its value is enormous. In the Teaching, the need for love is not based on fear (love your neighbor, or you will be punished) or profit (love others to love you), but on the fact of universal unity. If unity is deeply conscious, if you understand that everything needs you, and everything is necessary for you, if you see and feel it in any person, and you see and feel it in yourself, and if you not only perceive people, but everything in general, from a stone by the side of the road to distant galaxies and their inhabitants, then there is no reason for anger, hatred, contempt, envy and other similar feelings and impulses. On the contrary: you feel closeness, warmth, and goodwill towards everything. The feeling and awareness of one's unity with all that exists is the most solid foundation for love. If you understand and feel that way, is it possible not to love everyone and everything? And the achievement of awareness and a sense of unity is one of the most important tasks of man in the Teaching. Achieving this leads to true love. That is, love for all things, according to the Teaching, is the natural state of man. The spiritual development of the follower is directed towards her; it is a natural feeling and motivation for actions, and that is the environment in which it is most natural for them to develop.

44. Who are called "gods" in the Teaching?

Everything that exists has an energetic component — what can be called an “energetic body”. It is in physical objects, living beings, phenomena and laws of Nature. The Teaching calls these energy bodies "elementals." Each elemental has a certain degree of rationality. The Teaching conditionally divides them into higher and lower. The lower elementals are actually the energy bodies of physical objects, communities and phenomena of local action. The higher ones include the elementals of the phenomena, principles and laws of Nature on a large scale, from planetary to universal. They are called gods in the Teaching.

Thus, gods are energy creatures that embody the laws of Nature, the principles by which various processes proceed in it, and control these processes themselves. There is nothing supernatural in gods: they are particles of Nature that exist in the energy level and obey natural laws themselves. This is a form of energy organization that is still inaccessible to scientific research. They are reasonable, although somewhat differently than humans. Each of the gods only performs its function; they act like perfectly tailored and interdependent details of the gigantic mechanism — our Universe. The mind and energy impact of the most significant gods encompass the entire Universe. In some cases, direct contact with one or another god is possible. An example is the revelations of the God of Wisdom, due to which the Teaching exists in the world of people.

45. What is the Truth?

Truth is reliable knowledge, reliable information about reality. We can say that Truth is reality itself. For example, the earth revolves around the sun. This is a reality, a true fact. Thus, the fact that the Earth revolves around the Sun is true. It is the same with everything else. Some argue that Truth is relative. This is not true. It is one, and it is absolute - that is, what it is. Only person’s ideas about it can be relative, as human mind tends to make mistakes, fall into confusion, take the wish for the reality and evade the perception of what seems unpleasant, uncomfortable or unprofitable. However, the Truth does not change from this. The Earth revolved around the Sun even when the opposite was considered true. It is the biggest misconception, anthropocentrism in its most pathological manifestation to consider a man to be the measure of the Truth and claim that there are as many variations of the Truth as there are ideas about it. There is only one Truth and it is quite precise. A man can only come more or less closer to see and understand it.

46. Are all religions and teachings equal paths leading to the Truth?

No, they are not. There is only one Truth, and its correct presentation can also be one only. That is, only one teaching can be true (or as close as possible to the Truth). The statement of the equal truth of all religions and teachings is fashionable speculation. It is based on, on the one hand, the desire to show tolerance in its flawed, contrary to common sense form and, on the other hand, ambitious jealousy of other people's views - it’s easier for some to admit that other people's views are no less true than their own, rather than admit that their own views may be wrong. When you reduce all to the same level, nobody turns out to be better than others, but nobody turns out worse. This position is convenient for painfully proud, not ready to lose and disappoint people, as well as for demagogues. A simple common sense is enough to see the absurdity of such speculation. Can the teachings be equally true, one of which claims that there is only one God, and the other that there are many gods, one - that man lives only one life, and the other -many lives, one that he expects eternal paradise or eternal hell after death, and another - that everyone can achieve nirvana or the transition into the world of Spirit? And so on and so forth. There are many mutually exclusive options. Obviously, all of them cannot be equally true.

Moreover, all these are not just statements. These are representations of reality, from which moral principles, practice, actions and goals arise - both intermediate practical life goals and the ultimate goal of the spiritual path, stemming from its meaning. But the meaning, in turn, follows from the same ideas about reality. For teachings that have different ideas about it, the meaning of the spiritual path and its ultimate goal also turn out to be different. That is, all these paths lead in different directions, to different goals. And since there is only one Truth there can be only one spiritual path and one aim based on it. In almost all religions and teachings there are elements of Truth - in some more, in others less. These elements often coincide - that is, they are common to different worldviews. But this does not mean at all these worldviews are equally true. Alas, the differences here are more important than coincidences. So in ten statements, where separate words coincide, the general meaning is still different, and from it follow dissimilar, conflicting conclusions. And even the difference in just one word can make the meaning of the statement and the conclusions drawn from it different to the opposite. The same is true of spiritual paths.

47. What is “spiritual whoredom”?

In our time, mixing of elements of various religions and teachings has become popular. People choose the most attractive moments for themselves, take these moments out of context and mix with others, thereby creating a convenient “patchwork” worldview for themselves. Contradictions arising between its incompatible elements are usually not taken into account. Not wanting to truly learn the Truth, such people create pocket-friendly, easy-to-use option for themselves that does not require anything and which can always be corrected, changed in accordance with their immediate needs.

This is arrogant unwillingness to reckon with authorities and reality itself and a selfish desire to create the Truth beneficial to themselves, together with cynical tearing out of the context and blindly mixing elements of different worldviews. It is called spiritual whoredom in the Teaching. Spiritual whoredom, like physical whoredom, corrupts a person, cultivating self-conceit, egocentrism, unprincipled, speculative thinking in him. Now this phenomenon is spreading more and more widely, having a negative impact on society.

48. What is evil, according to the Teaching? Who is the Dragon?

Evil is what prevents the proper fulfillment of the laws of Nature and the normal course of things. That is, evil is everything unnatural. When the natural and normal processes occurring in the human body are disrupted, the body begins to collapse - it is sick and can die. The Universe - that is, the Creator's organism - also represents an ordered system, failures in which lead to disastrous consequences.What leads to these failures is called evil.

In Nature itself, evil as such is not committed. The laws of Nature work clearly and correctly; and even destruction in it is a necessary part of natural processes, occurs only when necessary and is beneficial to the Universe - therefore, such destruction is not evil. The real evil can only be done by sentient beings. Possessing an ability to learn and have free will, they can be mistaken, and consciously commit acts contrary to nature and good. The possibility of this is the essence of the moral perfection of the conscious, which is the most important factor in the internal perfection of the Creator. When perceiving, sentient beings are able to distinguish between good and evil and have an ability to make an well-informed choice between them. The choice in favor of good moves forward the moral evolution of the sentient beings and, through them, moves forward the perfection of the Creator. The choice in favor of evil leads to unnatural acts, conflicts with the laws of Nature, various phenomena harmful to the sentient beings and the Universe, unnecessary and destructive. All evil that occurs in the Universe is accomplished or initiated by the sentient beings, intentionally or unintentionally. The Dragon is one of the highest elementals, the God of Resistance to Good. His business is to influence sentient beings, showing them the possibility and attractiveness of evil. In religions, this is called "temptation", and the Dragon himself appears in many of them as the main force opposing good in general or any particular deity personifying good. However, in reality, the Dragon, like other gods, exists for the good. He (through the sentient beings who are tempted by him) creates obstacles to natural processes, that is, provides resistance, without which development, the movement of evolution forward, cannot take place. By tempting sentient beings, he makes their moral choice more difficult, and therefore better, - which is necessary for the internal perfection of the Creator. It is very important to understand the functions of the Dragon correctly and to relate to it correctly. Unlike the characters who personify him in various religions, he is not a force that does evil for evil. He does what is necessary for the evolution of sentient beings and the Universe - that is, taking his natural place in the general system, among other gods, he works for the good, like them. This means that you should not hate him and be hostile to him. But one should not give in to his temptations, and even more so, try to serve him, as some do. The meaning of its existence is that, making it difficult for those who are aware of moral choice, to make their moral improvement more qualitative. Beckoning them with the possibility of evil, the Dragon wants them to reject his skills and choose the good, because otherwise the purpose of the Dragon would be unfulfilled, and its very existence would become meaningless. Thus, those who obey the Dragon and try to serve him, thereby demonstrate a complete misunderstanding of his mission and act contrary to his own desires. The right attitude towards him is correct understanding of his functions and struggle with him, - with his temptations and with all that is harmful and destructive, that people and other sentient beings commit under his influence. And this struggle should not carry hatred, because the Dragon, in fact, does not exist for evil, but for good. Hatred itself is evil, and by hating we do not overcome evil, but multiply it.

49. Is human destiny predetermined?

In Teaching, “fate” refers to what has already happened in human life. That is, fate is a life course traveled, and not what is predetermined to happen in the future. A man has free will, otherwise he could not make a free choice between good and evil, and could not improve himself morally. And since he has free will, he can change his beliefs and intentions, can commit illogical, inconsistent, erroneous and purely emotional, contrary to common sense actions. And he lives among the same people whose opinions and actions influence his opinions and actions. A person, often unpredictable, lives among equally unpredictable people. Under such conditions, his future cannot be predetermined. His future is a set of constantly changing (sometimes very quickly changing, literally flickering) probabilities.

There are times when something is strictly predetermined — for example, a certain event or turn in life. But they are quite rare, and the appearance of such a predestination requires a special combination of circumstances and factors. Basically, it turns out to be more or less predetermined that depends on the person himself - on the characteristics of his character, willpower, adherence to principles and firmness of decisions. Everyone is the creator of his own destiny.

50. What is a soul, according to the Teaching?

In the Teaching, this word is usually used in two meanings - in fact, the same in which it is widely used outside of the Teaching. Firstly, it says so about a human personality contained in the energetic body, which at the time of death of a person is separated from the physical body and goes into the world of energy. Secondly, it says so about a combination of thoughts, beliefs, feelings, emotions, character traits, strengths and weaknesses, abilities, etc., that is, about what, in fact, constitutes human. In this second meaning, the word “soul” is used more often in the Teaching.
Sometimes the Spirit is called the “soul of the Creator" in the Teaching, as the most perfect of the substances of the Universe, bearing in itself the mind and moral qualities of the Creator. In the same sense, this definition is sometimes applied to the world of Spirit.

51. What does the Teaching say about the “end of the world”?

There is no such concept in the Teaching. Of course, humanity has the opportunity to destroy itself; any global natural disaster is also possible. But the end of the world, with supernatural causes, will not happen. All predictions of such an end of the world are fictions of a different nature - sometimes it is the fruit of delusions, sometimes it is intentional speculation. The excitement that periodically arises in society on this basis has no real basis.

52. Why, without being religious or occult, the Teaching uses religious and occult terminology?

The reason for this inconvenience is that for the time being the Teaching simply does not have enough terms to denote the specific concepts that it has. Therefore, some more or less close in meaning religious (for example, “god”) and occult (for example, “elemental”, “larva”) terms are used. It should be remembered that in the Teaching these words are used to denote not those concepts that are habitually associated with them among people familiar with religious and occult terminology. The problem of the terminology of the Teaching will be solved in the future.

53. What is the attitude of the Teaching to magic, occultism and things like that?

According to the Teaching, magic is a reprehensible occupation. Attempts to influence the world around us and people using magical tricks run counter to the natural course of things, which is why they are harmful and immoral.

Occultism is a rather vague concept. It can include a wide range of interests, concepts and practices, from the same magic to sorcerers, from philosophical and mystical concepts to superstitions, plus all kinds of quackery. It is impossible to give all this a single unambiguous assessment. But we can say that, on the whole, occultism is undesirable, since it is more speculative, superstitious and harmful in it than what really helps cognition and brings real benefits.

54. What is the attitude of the Teaching to other teachings, religions, etc.?

Respectful, although the Teaching does not consider them true. But a respectful and friendly attitude does not at all preclude the possibility of a critical approach to other teachings and religions, polemics with them, and healthy rivalry.

55. Does the Teaching consider that any other teachings or religions should be prohibited?

Any views have a right to exist. However, the practical implementation of certain concepts is sometimes associated with the commission of immoral and even criminal acts (for example, the persecution of other believers, ritual murder, etc.). Such actions should be suppressed in accordance with the law, as unlawful and criminal activity, equivalent to the activities of extremist organizations and criminal groups. And if it is impossible to suppress them otherwise than once having recognized their teaching as dangerous for society, then in this case it is necessary to recognize the need for a ban.

56. Can followers of the Teaching  read books related to other teachings or religions?

It is possible, and even desirable. It is not only interesting, but also useful. Studying other people's views helps to get to know people better and gain a more complete picture of the spiritual history and culture of mankind. In addition, comparing the views of the Teaching with other views often helps to get to know and understand it better. Finally, no one cancels the right to revise their views and a new choice for a person who has entered the Teaching. This means that he always has an alternative for the spiritual path in the form of other teachings, about which it is better to have a clear idea.

57. How does the Teaching and science relate?

The Teaching rejects belief in supernatural and considers science to be the best way to learn. In other words, it adheres to a scientific view of the world. However, at the same time, it possesses (thanks to revelation) knowledge that is not yet available to science. Therefore, from a scientific point of view, it can resemble a religion operating with supernatural, scientifically improvable concepts. This is actually not the case. What the Teaching speaks of can be open and will be open and proved by science when it reaches an appropriate level of development. Although now, the Teaching could help science by expanding its understanding of the world and indicating some guidelines for search and research. So, for example, with his assistance - i.e. thanks to the information that it has, a new word could be spoken in astrophysics, history, psychology, the theory of evolution, bioenergy, and a number of other disciplines and directions.

58. What is the attitude of the Teaching to business? Is this considered an unworthy occupation?

No, it does not. Unworthy may not be business as such, but the use of immoral and criminal methods in it, or the use of money earned for immoral and criminal purposes. Although there are types of businesses that can be considered legal, they are immoral from the point of view of the Teaching, for example, those associated with the production and distribution of alcoholic beverages, tobacco products, pornography, etc., generally causing physical or moral harm to people and society, as well as those that cause serious harm to the environment.

59. Should the followers of the Teaching obey the laws of those states of which they are citizens?

Laws should be obeyed. However, they are not always humane and helpful. There are known examples of immoral laws - affirming slavery, various forms of social oppression, racist, Nazi and the like. Of course, no one is obliged to obey such laws, as well as support criminal regimes. If you do not keep in mind such cases, then law-abiding is important and necessary.

60. Does the Teaching allow its followers to do army service?

Yes. But there is one difficulty. An oath is taken in military service; it is an oath to be observed. The Teaching does not accept lies; and if his follower takes the oath, then, according to the Teaching, he will be obliged to fulfill it, for example, to obey the orders of his commanders, even if they contradict his principles or are generally immoral. The oath is a serious obligation that gives a person under the authority of other people. Therefore, everyone must decide for himself whether he can go to such a restriction of freedom of conscience as a military oath.

Translated by Amradkhari